Ministry of Education, Republic of China (Taiwan) Learning never exhausts the mind - Leonardo da Vinci
Ministry of Education, Republic of China (Taiwan) Learning never exhausts the mind - Leonardo da Vinci
&%6$"5*0/ JO 5"*8"/ Contents 42 Special Education 47 Sports Affairs 18 Senior High School Education 32 Higher Education 25 Technical and Vocational Education 38 Lifelong Education 06 An Overview 09 Educational System 13 Preschool and Compulsory Education 58 Teacher and Arts Education 64 Digital, Technological and Environmental Education 70 Diverse Education 74 Study in Taiwan 81 Bilingual and International Education 84 Education Expenditures 85 Prospect 86 Statistics 53 Youth Development Affairs
An Overview An Overview 06 07 A Introduction As one of the Executive Yuan’s subordinate agencies, the Ministry of Education (MOE) is the highest supervisory body in Taiwan’s educational system. The MOE’s mission is to enhance education in the country (including preschool education, 12-year basic education, technical and vocational education, higher education, lifelong education, special education, teacher cultivation, arts education, digital education, science & technology education, environmental education, diverse education and international talent cultivation), as well as to promote sports and youth development affairs, and improve the general quality of education to increase the country’s competitiveness. The MOE is led by the minister of education, who is supported by two political deputy ministers, one administrative deputy minister, and one chief secretary. The MOE compr ises eight depar tments, three administrations, and other subsidiary agencies. Together, they are commi t ted to ensuring the quality of education in Taiwan. The MOE also suppor ts municipal , county, and ci ty governments in educational affairs. B SDG 4 “Quality Education” is the UN’s Sustainable Development Goal 4 (SDG 4) , which aims to ensure inclusive and equi table qual i t y education for all. SDG 4 is to make sure that by 2030, there will be equitable and high-quality education available to all children at the primary and secondary levels that generates learning outcomes regardless of gender, technical and vocational education that is equitable and affordable, no disparities between genders, and equal access to quality higher education. C Major Education Policies at Present Establishing theMinistryofSports The MOE plans to establish an independent, secondary-level ministry to promote matters related to sports. 7DLZDQ *OREDO 3DWKɮQGHUV ,QLWLDWLYH To encourage young people to broaden their international perspectives, the “Taiwan Global Pathf inders Initiative” is meant to expand international ties and exchanges, cultivate talents in key disciplines, facilitate industries’ innovation and growth, and spearhead diverse creative initiatives in youth. Measures toCounter theFallingFertility 5DWH DQG 2YHUVHDV 7DOHQW 5HFUXLWPHQW 1. To address Taiwan’s sub- replacement fertility rate, reduce the financial burden on parents, and work in coordination with the Executive Yuan-approved “Measures to Counter the Falling Fertility Rate,” for early childhood education and care for children under the age of six, promotional strategies fo r “ i nc reas i ng a f fo rdab l e ch i l dca re slots,” “reducing educational expenses,” and “providing chi ldcare subsidies” are implemented and adjusted as needed to expand the scope of assistance. In 2024, these were included into President Lai Chingte’s “National Child Care Policy 2.0 for Ages 0-6,” aimed at building an affordable, highquality, and accessible childcare service system to create a friendly environment for child development. This represents the most significant support measure ever for childrearing over the past years. 2. In accordance with the National Development Counci l ’s strategy to at tract and retain overseas talent, mitigate the impact of declining birthrates on university enrollment and operations, and meet the domestic demand for key industry talents, the following programs have been implemented: “Program for Promoting International Students to Study and Stay in Taiwan,” “Industry-Academia Collaboration Program for New Southbound Students,” “Program for Expanding the Enrollment of Overseas Compatriot, Hong Kong, Macau, and Foreign Students in Key Industry Fields,” and “International Industrial Talent Education Special Program (INTENSE Program),” aiming to expand the enrollment of overseas students in Taiwan for study and employment. 12-yearBasicEducationCurriculum Guidelines The new curricula kickstar ted in SY2019 center on students and emphasize situated cognition, integration, exploration, and handson experience. Students are encouraged to take the initiative, engage the public, and seek the common good. With the vision in mind of “accomplishments for every child – nurture by nature and l i felong learning,” students will acquire the knowledge, competence, and attitude needed to adapt to life and handle future challenges.
08 Educational System 09 Educational System %LOLQJXDO 3ROLF\ The Bilingual Policy aims to cultivate domestic bi l ingual talent , expand the internat ional communication skills and global perspectives of Taiwanese professionals, and enhance the international competitiveness of both individuals and industries. At the higher education level, measures include implementing “The Program on Bilingual Education for Students in College” (BEST) to strengthen students' English proficiency, establishing quality assurance mechanisms fo r Eng l i sh as a Med i um o f I ns t ruc t i on (EMI ) courses, and promot ing the overal l internationalization of universities. Within compulsory education, the pol icy promotes the implementation of “Bilingual Immersive Learning Environment Program for Schools,” encouraging schools at the senior secondary level and below to design diverse learning act ivi t ies using Engl ish, thereby increasing students’ opportunities to use the language. It also includes the development of online English learning platforms and selfassessment systems, as wel l as providing learning support for students in remote areas. By f o s t e r i ng a h i gh - qua l i t y b i l i ngua l learning envi ronment , this pol icy aims to cultivate bilingual professionals with global competitiveness. Ministry of Education SDG 4 The Education Administration System Administration Line Guidance Line Executive Yuan (Cabinet) Ministry of Education County & City Governments Municipalities National Schools at All Levels Bureau/Department of Education Bureau of Education National Social Education Organizations County & City Schools at All Levels Municipal Schools at All Levels Private Universities, Colleges & Junior Colleges County & City Social Education Organizations Municipal Social Education Organizations Private Senior High Schools Private Junior High Schools, Primary Schools & Preschools Private Secondary Schools, Primary Schools & Preschools In Taiwan’s current educational system, students may study for up to 20 years, which includes six years of primary school, three years of junior high school, three years of senior high school, four years for a bachelor’s degree, one to four years for a master’s degree, and two to seven years for a doctoral degree. A Preschool Education In the past, preschool education consisted of “kindergartens” and “child care centers,” which were under the jurisdiction of different authorities. Since 2012, kindergar tens and child care centers have been consolidated into "preschool," and children from the age of two to pre-elementary school are able to receive comprehensive education and care. The integration of preschool education and care into a single administrative system allows for a strategy that centers on children and prioritizes their welfare. B Compulsory Education The nine-year compulsory education system, of which six years are for primary education and three years are for junior high school, was put into effect in SY1968. In order to offer more diverse development opportunities for junior high school students, technical education is included as well, in addition to the regular
Educational System 10 11 curriculum. Practical classes allow students to better understand vocational education and their future career choices. C Senior High School Education Senior high school education consists of three years of schooling and includes “general senior high schools,” “vocational senior high schools,” “comprehensive senior high schools,” and “specialty-based senior high schools.” D Junior College Education Junior college education can be classified according to admission requirements into fiveyear junior colleges and two-year junior colleges. Five-year junior colleges admit graduates of junior high schools, whereas two-year junior colleges admit graduates of vocational senior high schools. E Teacher Education Teacher training is comprised of diversified, well-resourced selection methods. Teachers in preschools, primary schools, junior high schools, and senior high schools are trained in universities that cultivate teachers. These institutions are also responsible for providing professional development and guidance for local educators. As of February 1, 2018, the training of teachers uses qualification tests before participating in internships and selects a necessary number of candidates with just the right qualities. F University, College and Graduate School Education The maximum study period for bachelor’s degree candidates, including universi ties, colleges, universities of science and technology, and technical colleges is four years, except for the two-year bachelor’s degree program. Internships can last half a year to two years depending on the needs of the subject. For master’s degree candidates, the study period is limited to one to four years, and two to seven years for doctoral degree candidates. G Special Education Pre-tertiary level special education is divided into three stages : preschool , compulsor y, and senior high school. They provide special education at corresponding stages, and schools providing them may set up special education classes. Independent special education schools may also be built to accommodate students with multiple disabilities that require special support. To best meet special education students’ needs , the s tages , c l ass ar rangement s , grades, settings and ways of implementing education, courses, teaching materials, and teaching and assessment methods must always remain flexible. Adaptability, individualization, socialization, accessibility, and inclusion must also all be part of special education provision and associated service measures. H Arts Education The goals of arts education are to cultivate ar tistic talent, enrich the spiritual l ives of citizens, and elevate culture. Arts education in Taiwan can be divided into Professional arts education of fered at schools, General ar ts education offered at schools, and Arts education offered to the public. I Supplementary Education Supplementary education aims to increase citizens’ factual knowledge about life, raise educational attainment, transfer practical skills, cultivate sound citizens, and help society to progress. It offers supplementary compulsory education, supplementary advanced education, and short-term tutorial education: all citizens who are past school age but have not received the nine years of basic education shall receive supplementary compulsory education. Citizens who did receive the nine-year basic education may receive supplementary advanced education. Those who wi sh to improve thei r factual knowledge and life skills can also receive shortterm tutorial education.
Preschool and Compulsory Education 13 12 Preschool and Compulsory Education 6FKRRO $JH 1RUPDO $JH -XQLRU &ROOHJH 'HSW RI 0HGLFLQH 7HFK -U &RO (GXFDWLRQ 'RFWRUDO 3URJUDP 'HSW RI 'HQWLVW 0DVWHU 3URJUDP <UV 6SHFLDO (GXFDWLRQ 'LVWDQFH (GXFDWLRQ &RQWLQXLQJ 6XSSOHPHQWDU\ (GXFDWLRQ 'HSW RI $UFKLWHFWXUH 7HFKQLFDO &ROOHJH <UV <UV 8QLYHUVLW\ &ROOHJH &RQW &ROOHJH <UV 6XSS 3ULPDU\ 6FKRRO 3ULPDU\ 6FKRRO 3ULPDU\ 'HSW IRU 3RVW %DFFDODXUHDWH a <UV 6HQLRU +LJK 6FKRRO (GXFDWLRQ 6HQLRU +LJK 9RFDWLRQDO 3UHVFKRRO (GXFDWLRQ 3UHVFKRRO 3UHVFKRRO (GXFDWLRQ 3UHVFKRRO 6HQLRU +LJK 6FKRRO 0DVWHU 3URJUDP 'RFWRUDO 3URJUDP +LJKHU (GXFDWLRQ 2SHQ 8QLYHUVLW\ &RQW 6U +LJK (GXFDWLRQ 1LQH <HDU &RPSXOVRU\ (GXFDWLRQ -XQLRU +LJK 6FKRRO 1LQH <HDU &RPSXOVRU\ (GXFDWLRQ -XQLRU +LJK 6XSS -U +LJK 6FKRRO Note: The duration of master program is 1 to 4 years, doctoral program is 2 to 7 years. The duration of medicine school is shortened from 7 years to 6 years since S.Y. 2013. Including non-school mode of experimental education. The Current School System A General Information A country’s infrastructure and economic development are dependent on its manpower and talent cultivation. This requires long term, cont inued investment and needs to star t from the very bottom. The government set the length of compulsory education at nine years in SY1968. In accordance with current trends and to provide young children with solid preschool education, the Early Childhood Education and Care Act was promulgated on June 29, 2011, and became effective on Jan 1, 2012. B Preschool and Compulsory Education Structure The Early Chi ldhood Education and Care Act is a revolutionary move in our preschool system. After it took effect on Jan 1, 2012, kindergar tens and chi ldcare centers were redesignated “preschools,” in which children from the age of two onwards are given complete and thorough education and care until they enter elementary school. This act integrates the education and the care of young children into a single administrative system, putting into
Preschool and Compulsory Education 14 15 practice a child-centered strategy that focuses on the children’s best interests. Taiwan is also the first country in Asia to integrate the two systems. On April 26, 2017, the “Statute for Preschool Educators” was announced, clearly stating the rules for training, qualifications, rights and interests, administration, and appeals and dispute settlements in order to safeguard the rights of preschool educators. Star ted in SY1968, Taiwan’s nine - year Compulsory Education system is mandatory and free. Citizens from the age of six to 15 are legally required to receive education. It is divided into two stages — six years in elementary school and three in junior high school. C Preschool and Compulsory Education Policies I n accordance wi th the “Measures to Counter the Falling Fertility Rate” approved by the Executive Yuan, strategies such as “increasing affordable childcare slots,” “reducing educational expenses,” and “providing childcare subs i d i es” are imp l emented to promote education and care for children under the age of six. These strategies are adjusted as needed to expand assistance. In 2024, these are included into President Lai Ching-te’s “National Child Care Policy 2.0 for Ages 0-6,” aimed at building an affordable, high-quality, and accessible childcare service system to create a friendly environment for child development. Responding to parents’ calls for more slots at public preschools (public and nonprofit), the policy centers on increasing supply of public slots, and since 2017, 3,699 classes have been added (290 in 2024), with approximately 265,000 public slots available in SY2024. Meanwhile, in SY2024, 2,039 private preschools applied for quasi-public eligibility, providing over 244,000 slots, bringing the total number of affordable slots to 509,000 between public and quasi-public preschools. Fur thermore, star ting from August 2022, parents of chi ldren at tending af fordable preschools pay a maximum monthly fee of no more than NT$3,000, with additional discounts for second or subsequent children. Low- and middle-income families are exempt from fees. For parents taking care of their children or sending them to private preschools, they receive a monthly childcare subsidy or a NT$5,000 subsidy for children starting school at age 5, with additional subsidies for second or subsequent children. The enrollment rate for two-year-olds in SY2024 reached 54.5%, and the enrollment rate for children aged 3 to the age before entering primary school reached 91.4%, indicating a substantial reduction in parental burden and an increase in overall preschool enrollment rates. To enhance the teaching ef fect iveness of primary and junior high school teachers and promote students' diverse and adaptive development, efforts are continuously made to suppor t local governments in improving curriculum and teaching quality. Counties and cities are encouraged to integrate organizations, resources, funding, and personnel, strengthen guidance systems, and plan regional training and professional development act ivi t ies. These efforts aim to help schools implement curriculum guidelines, develop and practice school-wide flexible learning programs with unique characterist ics, and adopt diverse teaching methods to enable autonomous and dynamic instruction, ensuring the continuous professional growth of teachers while enhancing students' learning abilities. Furthermore, to realize the vision of “seeing every child progress” and achieve the goals of “timely remediation of learning gaps to ensure students' fundamental academic abilities”and “promoting ef fective student learning and developing diverse competencies,”three specific initiatives have been developed: “Foundational Learning in Core Subjects,”“Student Learning S u p p o r t , ” a n d “ Te a c h e r P r o f e s s i o n a l Empowerment.” Through changes in teaching mode l s , t he ac t i vat i on o f i ns t r uc t i ona l approaches , and t he t rans fo rmat i on o f educational thinking, these initiatives aim to comprehensively enhance the quality of elementary and junior high school education, laying the foundation for students to create their futures and establish a global perspective. To support disadvantaged students' education and safeguard their right to learn, continued assistance is provided through subsidies for three types of compulsory education fees: textbook expenses, parent association fees, and student group insurance fees. Additional measures include tuition and fee waivers, scholarships, living assistance grants, learning suppor t resources , educat i ona l sav i ngs accounts, and student loans, al l aimed at boosting student motivation and academic performance. Additionally, primary and junior high school learning suppor t programs are promoted to reduce academic disparities. A national education stage learning advancement plan is also implemented to encourage teachers to adopt innovative teaching models, offering students opportunities for diverse, adaptive, and differentiated learning to enhance their learning capacity, support disadvantaged students, and improve student digital literacy. To enable each and every child to enjoy equal oppor tunities of adaptive development and to realize educational and social justice, the president promulgated on December 6, 2017, the “Act for Education Development of Schools in Remote Areas.” It specifies the length of a full-time teacher’s service, a flexible mechanism for hiring acting teachers and contract-based teachers, rewards and incentives to encourage long terms of service, methods of recruiting teachers and guidance counselors where they are needed, the importance of simplifying the administrative burden on schools, professional development oppor tuni t ies nearby for the teachers, a supply of diverse learning resources for the students, and the provision of necessary facilities and equipment to schools in order to safeguard the right to education for students in remote areas.
Preschool and Compulsory Education 16 17 Transforming Education: The Rise of Outdoor Learning in Taiwan's Schools Interviewee: Wu Chin-kuo Director of the Taiwan Marine Education Center, National Taiwan Ocean University Outdoor educat i on, once rel egated to occasional field trips, is now becoming an integral par t of Taiwan’s school curriculum, marking a significant shif t in the country's educat i ona l l andscape. The Mi n i s t r y o f Education, in collaboration with experts and educators, is working to redef ine outdoor learning as a core aspect of the educational process, moving it beyond just recreational activities. Professor Wu Chin-kuo, a spec ial i st in education and director of the Taiwan Marine Education Center at the National Taiwan Ocean Universi ty, emphasized the impor tance of curriculum planning in outdoor education. Rather than traditional classroom-bound lessons, Wu advocates for learning that takes students outside the four walls of their classrooms, encouraging them to explore their surroundings to stimulate creativity and critical thinking. “Outdoor education is about broadening students' experiences by engaging them in real-world learning environments. For example, math lessons can be taught by explor ing geometric shapes in the schoolyard, whi le music lessons can incorporate sounds from nature, all encouraging creativity and deeper understanding,” Wu explained. The MOE has worked to shift the perception of field trips from simple recreational outings to a comprehensive learning exper ience. This transition is intended to foster children's development by incorporating real-world learning into their education. As part of this initiative, outdoor education was formally integrated into the 2019 curriculum guidelines, marking its importance in the broader educational framework. 7KH (YROXWLRQ RI 2XWGRRU (GXFDWLRQ LQ Taiwan Outdoor education in Taiwan has evolved over the years, beginning as an extracurricular activity managed by the student affairs department. I n i t i a l l y d i s connec ted f r om t he fo rma l curriculum, it is now being repositioned as an essential educational component. Some schools have even moved the responsibility for outdoor education from the student affairs department to the academic affairs department, ensuring it is closely linked to curriculum planning. Wu highlighted that the movement to make outdoor education a regular part of school life has occurred in three major stages: Stage 1.0 (2014) : The focus was on transi t ioning outdoor activities into formal curricula, encouraging learning outside the classroom. This phase emphasized the idea, “Let learning step out of the classroom and let children’s dreams soar.” Stage 2.0 (2019) : Th i s phase a imed at mak i ng ou tdoo r education accessible to all students, expanding the learning environment to include a wide range of outdoor spaces. The slogan “Anyone can be a teacher, and everywhere can be a learning space” captured the essence of this initiative. Stage 3.0 (2024) : The latest phase, whi ch bui lds on the revised Primary and Junior High School Act, aims to ensure outdoor education becomes a fundamenta l s tudent r i ght , promot i ng sustainable education practices with a focus on “health,” “equity,” and “common good.” &KDOOHQJHV WR )XOO ,QWHJUDWLRQ Despi te the progress, Wu stressed that outdoor education’s full integration into the school system faces several challenges. Key among these are ensuring equitable access for all students, securing sufficient resources, and providing adequate teacher training. Wu noted that while outdoor education is not yet included in pre-service teacher training, the MOE is implementing programs to enhance teachers’ skills in managing outdoor activities. “Teachers need to be equipped not only with the knowledge of how to teach in outdoor settings but also with the ability to manage risks and ensure safety during these activities. The Ministry is focused on providing professional development opportunities for teachers in these areas,” Wu said. 3ROLF\ DQG 5HVRXUFH 6XSSRUW To suppor t these ef for ts, the MOE has outlined a comprehensive plan to implement outdoor education more systematically across Taiwan. This includes the development of an Outdoor Education White Paper, as well as a set of strategies designed to provide ongoing support to schools through interdepartmental cooperation and resource allocation. Since 2020, the Ministry has also integrated marine education with outdoor education under the “Salute to the Mountains, Salute to the Sea” policy, creating more opportunities for students to engage with nature while also promoting environmental awareness. /RRNLQJ $KHDG The government is also focused on building long-term sustainability for outdoor education through policy changes, such as the introduction of a new funding model for local governments and schools. As part of this effort, schools will be encouraged to create their own outdoor education programs and implement them based on local needs and resources. Looking ahead, Professor Wu believes that the future of outdoor education in Taiwan will depend on collaboration among schools, local governments, and the community. By strengthening teacher training and ensuring that outdoor education is part of the regular curriculum, Taiwan hopes to achieve the ultimate goal of providing all students with equal access to this valuable learning experience. “Outdoor education has the potential to transform how we approach learning, making it more interactive, engaging, and connected to the real world. It’s an investment in our students’ creativity, critical thinking, and well-being,” Wu concluded.
Senior High School Education Preschool and Compulsory Education 19 Senior High Sch ol 18 Sen i o r h i gh s choo l s a re de s i gned to cultivate the minds and bodies of the youth, to foster healthy civic awareness, and to lay a sound foundation for academic research and professional training in later years. Senior high schools in Taiwan include “general senior high schools,” “vocational senior high schools,” “comprehensive senior high schools,” and “specialized senior high schools.” Students who graduate from junior high school or have an equivalent education level can get into senior high schools through open admission and specialty enrollment. Beginning from August 2014, the 12-year Basic Education is provided in two phases. The first phase is the 9-year National Education, which is based on the Primary and Junior High School Act and Compulsory Education Act and applies to citizens aged six to 15. National Education is universal, compulsory, free of charge, government-run in principle, school district-based, with open admission and single-type schools that offer general education. The second phase is the 3-year Senior High School Education, which his based on the Senior High School Education Act and applies to citizens aged 15 years or above. Senior High School Education is universal, voluntary, free of charge, government- and private-run, with generally open admission and various types of schools that offer general and vocational education. This chapter focuses on Senior High School Education. A SupportiveMeasures for the CurriculumGuidelines of 12-Year Basic Education at the Senior High School Education Level /HJDO 7UDLQLQJ DQG (GXFDWLRQ 3ROLF\ 3URPRWLRQ 1 . The cur r i cu l um gu i del i nes have been imp l emented s ince SY2019, wi th the cont inuous col lect ion of opinions from various sectors. The guidel ines wi l l be regularly reviewed to better reflect the needs of teaching practices. 2. In response to the trend of digital learning, a total of 106 senior high schools have been enrolled in a program to promote digital literacy and knowledge of technology-related subjects in SY2024, assisting teachers in integrating digital tools into teaching practices and implementing the curriculum. &RXUVH DQG 7HDFKLQJ ,PSURYHPHQW 1. Through the Senior and Vocational High School Enhancement Aid Program, schools are provided with additional resources to encourage the establishment of professional teacher communities, enhance teachers' digital teaching expertise and capabilities, foster students' core competencies and selfdirected learning abilities, and implement the spirit of the new curriculum. 2. Through the promotion of junior high and high school curriculum “work circles” and cluster-based program centers, subsidies are provided to local governments to implement curriculum and teaching skill improvement plans. Organizations are establ ished to develop teaching materials for the promotion of the curriculum, and professional teacher development communities are continuously organized nat ionwide. A mechanism is promoted for cross-regional expertise sharing in teaching plan preparation. This allows for better curriculum facilitation led by research and seed teachers. 7HDFKHU 6WDɱQJ DQG &DSDFLW\ %XLOGLQJ 1. The MOE continues to replenish the number of teachers to promote the 2019 curriculum guidelines so schools have enough teachers with specific expertise. 2. According to the “Senior High School Organization and Staffing Standards,” the MOE approves the adequate number of faculty members and encourages schools to actively and flexibly recruit teachers according to actual needs. To enhance course quality and provide students with adaptive education measures and diverse learning opportunities, the MOE also subsidizes schools in remote areas for recruiting substitute teachers and administrative staff members, having teachers elsewhere review elective courses, and other purposes.
Senior High School Education 20 21 )DFLOLWLHV DQG ,QIUDVWUXFWXUH 1. In accordance with the implementation of the 2019 curriculum, schools are subsidized for general subjects, professional subject groups, and internships based on the equipment standards set for senior high schools and the “Directions Governing MOE K-12 Education Administration Subsidies for Senior High Schools to Improve Educational and Prac t i ca l Tra i n i ng Fac i l i t i es and Equipment.” 2. Through the “ Improvement of Ta iwan Academic Network in Senior High Schools Program” and “Implementation Plan for Strengthening Digital Teaching and Learning Information Application Environment”under the umb re l l a o f t he Fo r wa rd - l ook i ng Infrastructure Development Program’s Digital Infrastructure plan, campus network facilities have been improved, and bandwidth has been upgraded to 300Mbps. Schools were subsidized to update information equipment for teaching and learning devices accordingly. B Promotion of the Senior and Vocational High School Enhancement Guidance Program 1. Through the “Directions Governing MOE K-12 Education Administration Subsidies for Expenses Arising from the Equal Access to Adapt ive Educat ion and Communi t y Education Resources for Senior High Schools Implementation Plan,” the MOE connects universities within communities and junior high school education resources to form adaptive learning communities designed around geographi cal locat ions, soc ial circles, and ease of commute. This creates an environment for adaptive learning to offer students diverse and ample learning oppor tunities, bridging the gap between urban and rural education. Additionally, the MOE promotes “academic exploration” and “career exploration” courses and activities to provide adaptive learning opportunities for senior and vocational high school students within communities, thus achieving adaptive development goals. 2. The Senior and Vocational High School Enhancement Aid Program, by providing r e s o u r c e s , c r e a t e s c o u n s e l i ng a n d p ro fe s s i ona l g row t h mechan i sms to stimulate members’ potential as well as enhance schools’ overall performance and strength development. This way, students may enroll in schools close to home, develop within adaptive courses with less pressure on academic advancement, and increase competency, helping steadily develop 12-Year Basic Education. 3. The Vocational High School Enhancement Guidance Program helps technical high s choo l s adop t t he 2019 cu r r i cu l um guidelines and continue improving existing education resources. It guides schools in examining and expanding course analyses and achieving transformation and innovation in course implementation, thus improving the quality of schools’ services, teaching, and student learning and attaining the technical and vocational education goal of practicality. C Science Education and Science Talent 2UJDQL]LQJ DQG 3DUWLFLSDWLQJ LQ 'RPHVWLF DQG ,QWHUQDWLRQDO 0DWKHPDWLFV DQG 6FLHQFH &RPSHWLWLRQV 1. Organizing nat ional senior high school mathematics, science, and information subject competitions as well as science fairs for elementary and junior high schools. The goal is to foster an appropriate attitude and concept about science among the students, to inspire interests in scientific research, and to improve the pedagog y and i t s effectiveness in senior high schools.
Senior High School Education 22 23 2. Training and preparing students to participate in international Math and Science and in the Regeneron International Science and Engineering Fair. Establishing an incentive system. 6XEVLGL]LQJ ʖ6FLHQFH (GXFDWLRQ 3URMHFWV IRU (OHPHQWDU\ DQG -XQLRU +LJK 6FKRROVʗ For their efforts in science education research, promotion, training, and extracurricular assistance. ʖ3URMHFWV RI 6FLHQWLɮF 5HVHDUFK 7UDLQLQJ IRU 6HQLRU +LJK 6FKRRO 6WXGHQWVʗ Provide school-year-based subsidies for high schools to foster talent in science, discover students with potential in science, and cultivate future scientific researchers. 2SHQLQJ ʖ6FLHQFH &ODVVHVʗ LQ +LJK 6FKRROV Implementat ion of Science Programs in Senior High Schools: Senior high schools offer special ized science programs designed to support the development of gifted students wi th strong scient i f ic potent ial . Providing oppor tunities for outstanding students with scientific potential to develop according to their aptitudes. Ultimately, the goal is for students to not only develop scientific exper tise but also humanism, and ultimately, become high quality workers in science who help our country enhance national competitiveness. 3ODQQLQJ 6FLHQFH (GXFDWLRQ 7RXUV IRU *LUOVʔ 6FKRROV DQG 6WXGHQWV Outstanding, young female science award winners are invited to high schools to speak to the students to spark student interest in basic science, to encourage them to learn more about science and plan for a career in scientific research, and to inherit the spirit and accomplishments of their female predecessors. D Implementing the 2019 Curriculumby Assisting the Promotion of Second Foreign Language Education 1. Subsidizing senior high schools to of fer elective courses in second languages and cover student registration fees for language proficiency tests . Additionally, subsidies are provided to colleges and universities to establish preparatory courses for universitylevel second language programs, creating an environment conducive to language learning. 2. Signing the “Convention portant sur le DELF scolaire” with the Bureau français de Taipei and Alliance française to provide French language proficiency tests specific to junior and senior high school students. Taiwan’s Senior High School Science Program Interviewee: Prof. Lin Ming-juey Director of the Wu Chien-Shiung Education Foundation Taiwan’s industries, including technological giants l ike TSMC, are at the foref ront of innovation. To sustain this excellence, the nation has developed a specialized science program in senior high schools aimed at identifying and nurturing the next generation of scientific talent. Lin Ming-Juey, director of the Wu Chien-Shiung Education Foundation, discusses the program's development and structure. The science program was first proposed in 2005 but officially launched by the Ministry of Education (MOE) in 2009 after several years of discussions and collaborations with schools and universities. The program's goal is to cultivate students' potential in science and technology, enhancing Taiwan's global competitiveness. 6HOHFWLRQ 3URFHVV The selection of par ticipating schools is critical. Schools must meet strict criteria, including high rankings in the MOE’s senior high school assessment, and a proven record in scientific excellence, such as participation in international competitions like the International Ma t hema t i c s and S c i en c e O l ymp i ad s . Additional ly, these schools are selected to represent Taiwan in events like the International Science and Engineering Fair. The program involves 10 senior high schools and 10 universities, with each school typically partnered with one or two universities. A key requirement is that the MOE limits the number of students enrolled in the program to 810 nationwide, with each school of fering one science class per grade. To apply, junior high school graduates can choose from a variety of participating schools, though they must decide which exam to take, as the entrance tests for each school occur on the same day. The admissions process includes two
Senior High School Education 25 Technical and Vocationa 24 Technical and Vocational Education pathways: a standard entrance examination and a special process for exceptional students. The entrance exam assesses students' proficiency in Eng l i sh, Mandar in, mathemat i cs , and science, followed by a second stage focused on experimental skills. &XUULFXOXP 6WUXFWXUH The curriculum of the science program is distinct from standard high school programs and is tailored by participating universities and high schools. Although the program is flexible, students must still meet the MOE's graduation requirements. The three-year curriculum combines core subjects and specialized science courses. In the first two years, students follow an enhanced science and mathematics curriculum, spending twice as much time on these subjects compared to a regular senior high school student . Humanities and language courses are kept at standard levels to comply with legal school hour limits. In the third year, students are required to take university-level courses in subjects such as Calculus, General Physics, Chemistry, or Biology. They must also complete a research project, which is a cornerstone of the program. A failure to submit an acceptable research report means students cannot graduate as "science program graduates." Ever y year, universi ty professors review the research projects submitted by students during the National Science Program Research Presentation Conference. Schools must submit between two and 10 projects, which are mandatory for all participants. $FDGHPLF 3HUIRUPDQFH The program has achieved notable success. Over the past decade, around 70% of Taiwan's national team members for the International Mathematics and Science Olympiads have been science program students. Additionally, 76.9% of program graduates have enrolled in Taiwan's top five universities. However, students face a challenge: the dual burden of advanced coursework and preparation for university entrance exams. There is currently no alternative pathway for science program students to enter universities directly, which adds significant stress. To ensure the continued success of the science program, the MOE established the Science Program Administrative Affairs Center at Taichung Municipal Taichung First Senior High School , which hosts reviews for the program’s admission selection process and the qualification examination, and teaching workshops . Exper t s f rom Ta iwan’s K-12 Education Administration also conduct annual evaluations of the program at each school. 3URJUDP ,PSURYHPHQWV DQG &KDOOHQJHV After 16 years of operation, Lin noted key improvements, such as stricter requirements for research projects and standardized exams introduced in 2016. These changes have helped the program align better with its goal of cultivating future scientific leaders. Despite these advancements, Lin believes the program's budget remains insufficient. The MOE’s funding of NT$40 million is relatively low compared to the program's scope and objectives. In conclusion, Taiwan’s senior high school science program plays a critical role in fostering scientific talent and advancing the nation’s technological progress. While the program has seen significant improvements over the years, challenges like the dual burden on students and limited funding remain. Nonetheless, the program’s success in preparing students for global scientific challenges is a testament to its importance and impact. A Overview The MOE has formed a Depar tment of Techni cal and Vocat ional Educat ion that is responsible for technical and vocational educational af fairs in Taiwan and direct ly oversees and guides science and technology universities as well as technology colleges and junior colleges. Municipality education departments are responsible for supervising technical and vocational educational affairs in secondary schools. The MOE’s K-12 Education Administration supervises national senior high schools, affiliated junior high schools, and private senior high schools outside of the municipalities. County and city education depar tments are in charge of supervising the vocational education affairs of county or city senior high schools and the technology education affairs of junior high schools in their jurisdiction. Technical and vocational education is provided in both secondary and higher education. At the secondary level, besides technical and vocational courses taught in junior high schools, there are also vocational senior high schools, as well as technical and vocational courses in general senior high schools and comprehensive senior high schools. At higher levels, there are junior colleges (two-year and five-year) ,
Senior High School Education 27 Technical and Vocationa 26 technology colleges, and universities of science and technology (two-year and four-year). These institutions may recruit students for associatedegree, bachelor’s, master’s, and doctoral degree programs. B Technical and Vocational Education Development 6HFRQGDU\ (GXFDWLRQ 1. Characteristics A. Complete structure and system. B. Students studying in private schools outnumber those in public schools. C. Adapt ive school system and subject courses. D. Job-or iented courses wi th hands -on training. 2. Key points to be strengthened A. Sui table concern for di sadvantaged students. B. Open admission and specialty enrollment. C. Actively improve the quality of teaching. D. Promote industry-academia collaboration. E. Cultivate talent with high technical quality. F. Stress creative research and development of industry-academia cooperation. ,QGXVWU\ $FDGHPLD &RRSHUDWLRQ 3URJUDP To comb i ne techn i ca l and vocat i ona l educat ion’s academi c advancement and employment channels, the MOE works with the Ministry of Labor and Ministry of Economic Affairs to expand and promote the “IndustryAcademia Cooperat ion Program 2.0.” The program has technical and vocational high schools, technical colleges, and enterprises work together, consolidating rewards and resources while providing incentives such as funding and student scholarships and stipends to encourage technical and vocational high school students to enroll in technical colleges and to be employed in Taiwan, achieving the goal of having enterprises and schools cultivate talents. 9RFDWLRQDO 6HQLRU +LJK 6FKRROV DQG 8QLYHUVLWLHV RI 6FLHQFH DQG 7HFKQRORJ\ &RRSHUDWLRQ 1HZ -XQLRU &ROOHJH Courses Promoting “Vocational Senior High Schools and Universities of Science and Technology Cooperation 3+2 New Junior College Courses” to attract junior high school graduates to choose technical and vocational education according to their aptitudes, courses are jointly planned by vocational senior high schools and universities of science and technology. At the vocational senior high school level, the foundation of professional competence is established, while at the junior college level, practical skills and advanced abilities are further strengthened. Industry job opportunities can also be matched, fostering the practical knowledge required by industries and equipping students with immediate employability. +LJKHU 7HFKQLFDO DQG 9RFDWLRQDO (GXFDWLRQ 1. Characteristics A. Flexible study and recurrent education: there needs to be the possibi l i t y for flexible switching vertically and horizontally between school systems, while channels must be kept open for those who want to return to school. Both the youth and those who have already entered the workforce should be able at any stage find ways of studying at a level suitable for their specialized skills. B. Private schools should be excellent and active: private schools play an important role in the development of Taiwan’s technical and vocational education system, as they realize an even closer integration be t ween t e chn i c a l and vo c a t i ona l education on the one hand and business on the other. C. Multiple school systems in close touch with industry: in addition to junior colleges, technical col leges and universities of science and technology (including graduate schoo l s ) , the h i ghe r techn i ca l and vocational education system also includes cont i nu i ng educat i on depar tment s , in- ser v i ce educat ion programs , and continuing schools, showing the diversity and flexibility of this kind of education. D. Practicality and usefulness of schooling: technical and vocational education give the most weight to practical knowledge. There are multiple means of admission, such as special achievement-based admission, and recommendation and screening-based admission, which encourage talented students with technical superiority to continue their studies. E. Outstanding performance in international competitions: a characteristic of technical and vocational education is “learning from doing.” Hands-on practice enables students to accumulate experience, as theory and practice are equally important.
Senior High School Education 29 Technical and Vocationa 28 2. Key points to be strengthened A. Care of disadvantaged students. B. Admission quota control and multichannel admission. C. Actively raise teaching quality. D. Launch technical and vocational school evaluations. E. Cultivate talent with high technical ability. F. S t r e s s t he c r ea t i ve r e s ea r ch and devel opment of i ndus t r y - academi a cooperation. G. Promote the “Sustained Progress and Rise of Universities in Taiwan” and develop diverse characteristics of schools. H. Encourage universities to implement their social responsibility decisions. I. Improve faci l i t ies and equipment in practical training worksites. J. Develop international cooperation and exchanges. C Future Prospects Seconda r y and h i ghe r techn i c a l and vocat i ona l educat i on shou l d emphas i ze studying wi th practical action as i ts main element, offering the abilities necessary for work in the job market and linking up with local industries, cultivating relevant talent to promote local development and extension toward the international scene, and exchanging experiences and cooperating with technical and vocational educat ion systems of other count r ies. In addition, the education must take root, as well as implement the professional knowledge and curiosity of elementary and junior high schools in order to raise the attractiveness of technical and vocational education. The description is as follows: 7R ([SDQG 3URIHVVLRQDO ,QWHUHVW 'RZQZDUG Junior high schools can organize field trips and introduce students to the workplace. They can also work with technical and vocational colleges and training institutions to open new courses. ToStrengthenProfessional Capabilitiesby 3UDFWLFDO 2ULHQWDWLRQ The European Union (EU) and the United Nations Educational, Scientific, and Cultural Organization (UNESCO) promote learning with work as the main focus. This type of learning focuses on technical practice, and its core spirit stands close to professional practice. This type of learning integrates the resources of business and strengthens the concept of businesses and schools nurturing talent. They can organize technical and vocational education together to make students understand what practical abilities are necessary, and they will supply students with high-quality and highly relevant professional abilities. 7R /RFDOL]H 7HFKQLFDO DQG 9RFDWLRQDO (GXFDWLRQ DQG &RQWLQXLQJ (GXFDWLRQ The promotion of localized technical and vocational education should link up with local industry in order to cultivate talent needed, which wi l l in turn invigorate local industry development. 5HDFK RXW LQWR 6RXWKHDVW $VLD DQG PRYH RQ WR WKH *OREDO 6FHQH International exchanges and cooperation in technical and vocational education can develop separately from the national, local, and school levels. On the national level, one needs first to collect and analyze information systematically about the area or countr y that one wants to communicate wi th before establ ishing cooperat ive relat ions. At the local level , exchanges can begin from the characteristics of local industry. As for the school level, the main emphasis should be on encouraging local students to expand their international perspective and achieve fulf i l lment. Since 2017, the MOE has responded to the “New Southbound Policy” by expanding its training of technical and vocational talent from the relevant countries, encouraging bilateral exchanges, launching the “Industry-Academia Collaboration Program for Internat ional Students,” the “Short-term Program of Technical Training for Foreign Youths,” and the “Short-term Program of Enhancing Professional Skills for Foreign Youths” from New Southbound Policy countries. Young students from the New Southbound Policy countries are being accepted within the t domain of domestic technical and vocational schools to accompany the country’s development in order to cultivate the necessary talent. In addition, the MOE rolled out “Southeast Asian Language Courses” that recruit domestic and international students. The students will have abilities in language of New Southbound countries so that they will be pioneers of cross-cultural exchange with New Southbound countries. Technical and Vocational Education in Taiwan Republic of China
Senior High School Education 31 Technical and Vocationa 30 Taiwan Expands International Talent Circulation with Indonesian Base Interviewee: Dr. Lin Pang-Chieh International Talent Circulation Base Indonesia CEO, Cheng Shiu 8QLYHUVLW\ 2IͤFH RI ,QWHUQDWLRQDO $IIDLUV 'LUHFWRU RI )RUHLJQ $IIDLUV 6HFWLRQ The International Talent Circulation Base Indonesia (INTACT Base Indonesia) is making significant strides in fostering educational and industry collaboration between Taiwan and Indonesia. The base is part of Taiwan’s broader initiative to attract international students and encourage talented individuals to study and work in Taiwan. It plays a key role in the Ministry of Education’s work with the National Development Council to recruit global talent. 6WUHQJWKHQLQJ ,QWHUQDWLRQDO ,QGXVWU\ $FDGHPLD &ROODERUDWLRQ 7KURXJK $OOLDQFHV Lin explained that INTACT Base Indonesia focuses on strengthening collaboration between Taiwan and Indonesia to promote education and talent exchange. Key tasks of the base include promoting the International Industrial Talents Education Special Program (INTENSE Program) and Mandarin language programs, as wel l as offering short-term experience courses to Indonesian students. One of the key goals is to promote the INTENSE Program to faci l i tate universi t y collaboration between Taiwan and Indonesia. The base also works to introduce Mandarin language programs, including preparator y courses for Indonesian students aspiring to study in Taiwan. Cheng Shiu University is the lead institution, whi le Hsing Wu Universi t y and Chaoyang University of Technology are partner institutions. The universities have developed an onl ine platform and set up three overseas offices: one in Jakarta with Bina Insani University, one in Bangka with Politeknik Manufaktur Negeri Bangka Belitung, and one in Surabaya with Universitas Surabaya. Lin said the base was launched in 2024 and invited Taiwanese universities and Indonesian higher education institutions to participate in the Taiwan-Indonesia International Industry-Academia Education Collaboration Alliance. This alliance helps reduce administrative barriers and enhances communication between institutions in both Taiwan and Indonesia for the INTENSE Program. Over the past year, INTACT Base Indonesia in collaboration with Indonesian authorities and inst i tut ions, has hosted three Taiwan INTENSE Program education fairs. As a result, 29 Taiwanese universities and 71 Indonesian institutions have signed agreements to promote the Program in Indonesia. Through a year of dedicated ef for ts to attract top talent amid global competition, nearly 200 Indonesian students have been admitted to the Program for the 2024-2025 academic year. (QWHUSULVH 3DUWLFLSDWLRQ LQ 7DOHQW 'HYHORSPHQW Lin added that the INTENSE Program is designed to align with Taiwan’s industrial needs, par ticularly in STEM (Science, Technology, Engineer ing, Mathemat ics) , f inance, and semiconductor fields. The program emphasizes industry-academia collaboration and aims to provide international students with the skills needed to meet Taiwan's industrial demands, according to Lin. The National Development Fund provides each student with a scholarship of up to NT$100,000 per year for a maximum of two years to cover tuition fees, along with a one- time air fare subsidy and necessary administrative fees for studying in Taiwan. Additionally, enterprises offer students a monthly allowance of at least NT$10,000 during their on-campus studies. In return for receiving government and enterprise scholarships, students must remain in Taiwan for employment af ter graduation. International students applying for the program must undergo a selection process approved by the National Development Council, ensuring that admitted students meet academic standards. The program fosters a structured collaboration model where enterprises pre-match students with future job positions before they arrive in Taiwan. Enterprises work with universities to tailor curricula to ensure a smooth transition from education to the workforce. 3UHSDULQJ ,QGRQHVLDQ 6WXGHQWV WR 6WXG\ in Taiwan To equip Indonesian students wi th the necessar y language ski l l s, the base has established the Yushan Mandarin platform, providing free onl ine and of fl ine Mandarin courses. Lin noted the platform currently serves around 2,000 learners. There is also an ongoing ef for t to train Indonesian Mandar in teachers and of fer preparatory courses to students before they arrive in Taiwan. ([SDQGLQJ 5HFUXLWPHQW (ɰRUWV 7KURXJK /RFDO 3DUWQHUVKLSV INTACT Base Indonesia also aims to build on Taiwan’s previous efforts with Indonesia, dating back to the 2+i Industry-Academia Collaboration Program star ted in 2018. Since then, 466 students have been trained in various fields, with 68.88% of graduates staying in Taiwan for further education or employment. By enhancing government and enterprise partnerships and providing a structured pathway for Indonesian students to study in Taiwan, the base has gained widespread recognition in Indonesia. As of February, 73 Indonesian institutions have joined the alliance. 5HFHQW (GXFDWLRQ )DLUV LQ ,QGRQHVLD To fur ther expand the base’s reach, two education fairs were recently held in Surabaya and Batam in April. These events provided Indonesian students with the opportunity to meet representatives from Taiwanese universities and explore educational opportunities in person.
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